native american mascot report...native american nicknames, logos, and mascots in sports. many...

Schools’ Use of

Native American mascots

Report to the

State Board of Education

Susan Castillo

Superintendent of Public Instruction

March 8, 2012

EXECUTIVE SUMMARY

In Oregon, fifteen high schools have American Indian mascots—these race-based nicknames are

the “Warriors,” the “Braves,” the “Chieftains,” the “Indians,” or the “Indian Eagles.” In all

cases, the schools and communities believe they are respectfully honoring Native Americans. To

suggest that such images may be offensive risks community outrage: community members

believe they are unfairly being charged with being disrespectful or racist. The very topic invites

passion on both sides and is divisive.

While the communities of these high schools believe they are honoring Native Americans, there

is a growing body of social science literature and empirical research that indicates there are

harmful effects of such racial stereotyping and inaccurate racial portrayals. These stereotypes

are particularly harmful to the social identity development and self-esteem of American Indian

young people. Research indicates that using Native Americans as mascots promotes

discrimination, pupil harassment, and stereotyping.

The Oregon State Board of Education has been given the responsibility by the Oregon

Legislature in state statute to ensure that persons are not subjected to unlawful discrimination

in our public schools on the basis of race, color, religion, sex, sexual orientation, national origin,

marital status, age or disability. Native American students are also entitled to an educational

environment that is not hostile and is conducive to the attainment of educational goals. The

board has a responsibility to consider the research and weigh this against the community’s

desire to maintain its traditions.

Since the 1970s, 20 Oregon high schools have changed their Indian-related nicknames and

mascots. Oregon’s community colleges and universities have discontinued the use of Indian

mascots. The Oregonian does not print names such as the Braves, Redskins, and Redmen.

Superintendent Castillo recommends the board thoughtfully consider the issue from all

perspectives. Ideally, these conversations would occur at the community level, but traditions

and the passion they evoke can make this difficult.

Recommendations:

1. Adopt a resolution to be distributed to public schools that describes the issues relating to

Native American mascots.

2. Adopt an administrative rule that prohibits public schools from using names, symbols or

images that depict or refer to an American Indian Tribe, custom, or tradition as a mascot,

nickname, logo, or team name.

3. To mitigate costs and to allow districts adequate time to adopt new mascots, allow public

schools five years to complete the mascot adoption process.

4. Give school districts freedom to use their own processes to select and adopt new mascots.

Native American Mascots March 8, 2012

5. Specifically seek input on the rule and resolution from those school districts who have been

identified in this report as having Native American mascots and from other groups such as

the Oregon School Boards Association.

6. The rule and resolution should be considered through a process that allows for public and

open discussions.


Schools’ use of Native American Mascots

INTRODUCTION

Schools began using Native American names and images between the 1930s and the 1950s.

Many of the first mascots were cartoonish caricatures that have evolved into more dignified

depictions. However, since the early 1970s, there has been a movement to eliminate Native

American team names, mascots, and logos altogether.

Research supports that using a Native American as a mascot promotes discrimination. The

American Psychological Association (APA)1 has called for the retirement of all American Indian

mascots, symbols, images, and personalities by schools, colleges, universities, athletic teams and

organizations. The American Sociological Association has called for the elimination of the use of

Native American nicknames, logos, and mascots in sports. Many newspapers will not print the

name of such mascots, including The Oregonian. The National Collegiate Athletic Association

stopped recognizing Indian mascots in 1998. A number of organizations have called on schools

with Indian mascots to discontinue their use.

What About the Vikings? The Celtics? The Fighting Irish?

One question that frequently arises in discussions of eliminating Native American mascots is

whether mascots are different from other ethnically-based mascots. A key difference is that

Native Americans represent a race of people, not an ethnic or political subgroup of a race, such

as the Spartans.2

The historical experiences, status, and political power that can be attributed to American Indian

people versus individuals of European descent are also vastly different. Irish and

Scandinavians, for instance, are of European heritage and part of the numerically large,

dominate white American society. Moreover, Irish Americans are the second largest subgroup

in the country and there are more Americans of Irish descent than there are Irish in Ireland.

The same cannot be said for American Indian people who belong to a historically persecuted,

disenfranchised group whose total numbers compose less than one percent of the national

population.3

1 This page is a reprint of the APA position found at: http://www.apa.org/pi/oema/resources/indian-mascots.aspx 2 The 2010 Census recognized the following racial categories: White; Black, African American or Negro; American or

Alaskan Native; Asian Indian; Chinese; Filipino; Japanese; Korean; Vietnamese; Native Hawaiian; Guamanian or

Chamorro; Samoan; Other Pacific Islander; Other Asian. http://www.prb.org/Articles/2009/questionnaire.aspx 3 http://quickfacts.census.gov/qfd/states/00000.html


Often schools that have chosen Irish mascots have communities with large Irish populations.

An example of this is Notre Dame, which uses an imaginary character as its mascot (a

"leprechaun"), that was for years a historically Irish Catholic university whose administration,

staff, and student body were largely Irish Catholic. In other words, this school composed of

many people of Irish heritage decided upon a nickname relating to their own ethnicity. The

same cannot be said for the vast number of schools using "Indian" themed logos, symbols,

mascots, and nicknames. As regards to Celtics, Spartans and Vikings, these types of mascots

describe ethnic groups that have disappeared hundreds of years ago.

Sometimes comparisons are made between Native American mascots and vocation mascots like

Cowboys, Lumberjacks, and Cheesemakers. However, such comparisons are not similar.

Anyone can theoretically choose their own vocation but no one has a say in their own race. This

is one reason that state and federal laws prohibit discrimination in public schools based on race

but not based on vocation.

Native American Mascots as a Method of Incorporating Native Culture in Schools

Some people argue that Native American mascots reflect and incorporate Native American

history and culture into the public school setting and that Native American mascots focus on

bravery, courage, and fighting skills rather than anything derogatory.

Some schools do make an effort to portray their educational institution's mascot in what they

believe is a dignified and respectful manner. Regrettably, even in such instances there are things

beyond the school's control that can get out of hand. There are often fans and players—on both

sides of the playing field—who insist on wearing "war paint" or feathered headdresses, who

shout ethnic-related slogans or slurs and display related signs and logos. Statements that are

used by rival teams include words such as “kill the Indians.” These kinds of slogans and slurs

can create a hostile educational environment for Native American students and serve to disrupt

their education.

Some people have also argued that Native American mascots reflect the history of the local

area. However, a review of many Oregon Native mascots used in public schools revealed that

many mascots portrayed a generic, stereotypical Indian, a cartoon Indian or a Native American

tribe from outside of Oregon. Additionally mascots often do not reflect local Native American

culture and traditions.

The research of Stephanie Fryberg refutes the claim that as long as the depictions are respectful

that no harm results in their use. She found that American Indian mascots have negative

consequences because there are relatively few alternate characterizations and as such, are

powerful communicators as to how American Indians should look and behave. Mascots remind


American Indians of the limited way in which others see them, and this in turn may limit the

number of ways in which American Indians can see themselves.4

USE OF INDIAN MASCOTS IN OREGON

In April of 2006, the Oregon Indian Education Association (OIEA) adopted a resolution to ban

the use of all Native American mascots for sports events. This resolution supported action

already taken by the National Congress of American Indians and National Youth Council.

In December 2006, Che Butler, accompanied by his sister Luhui Whitebear (both members of the

Siletz tribe and members of OIEA), testified5 before the State Board of Education. Che Butler

presented arguments in support of the OIEA resolution and described a number of incidents he

found disturbing concerning schools’ use of Native American mascots:

• In Illinois, Native dolls were hung from trees and balconies when a rival team with a

Native mascot was in town.

• In Arizona, “Scalp the Indians” was chalked in large letters on the lawn when a rival

team with a Native mascot was in town.

• In South Dakota students wear “The Sioux Suck” shirts and chant this saying while

playing a rival team with a Native mascot.

• The New York Post has headlines such as “Tribe on Warpath” and “Take the Tribe and

Scalp ‘Em” when the NY Yankees play the Cleveland Indians.

• High schools post “Scalp the Indians” when playing rival teams.

Often the disrespect of the mascot comes not

from the students and staff at a school that

have adopted the mascot, but teams competing

against the school.

Mr. Butler pointed out that native people are

the only race of living people used as mascots

in professional sports. He noted that none of

these other images (right) would be seen as

acceptable by the public.

Mr. Butler urged the board to examine the

4 Fryberg, Stephanie, et al. Of Warrior Chiefs and Indian Princesses: The Psychological Consequences of Indian Mascots.

Basic and Applied Social Psychology. 2008.

http://sitemaker.umich.edu/daphna.oyserman/files/frybergmarkusoysermanstone2008.pdf 5 Many of the slides have been used in this paper. To see the complete presentation scroll to “School Mascots – C.

Butler), http://www.ode.state.or.us/search/page/?id=846


issue and consider a ban on such images. In response to the presentation, Superintendent Susan Castillo formed an advisory committee to

look into the issue. Members included school superintendents of districts that used Indian

mascots, as well as representatives from the Oregon Civil Rights Commission, the Oregon

Schools Activities Association, the Confederation of School Administrators, the Oregon

Education Association, and individuals representing broad-based Native American groups.

The advisory committee held three meetings over 2007. The committee recommended the

following:

• Schools eliminate the use of Native American mascots and logos receiving state funding.

• Schools educate all students about Native American stereotyping and its negative effects.

• Schools use culturally accurate education materials, curriculum, and resources.

NATIVE AMERICAN MASCOTS & IMAGERY IN OREGON & OREGON SCHOOLS

No public colleges or universities in Oregon use Native Americans as mascots.

In 1980, Southern Oregon University ended a tradition begun in 1950 when its mascots, the Red

Raiders, were depicted as Indian chiefs. SOU changed their mascot name to the Raiders, and a

native bird symbol was used.6

In 1998, Chemeketa Community College dropped its “Chiefs” nickname and selected “Storm”

for its new name.7

Since the 1970s, 20 Oregon high schools have changed their Indian related nicknames and

mascots.8

The Department of Education has identified 15 Oregon public high schools9 that use some form

of Native American name or image:

6 http://www.nativevillage.org/Messages%20from%20the%20People/timeline%20for%20Indian%20Mascots.htm 7 Ibid. 8 Ibid. 9 (www.osaa.org/)


• Amity High School: Warriors

• Banks High School: Braves

• Lebanon High School: Warriors

• Mohawk High School: Indians

• Molalla High School: Indians

• North Douglas High School: Warriors

• Oakridge High School: Warriors

• Philomath High School: Warriors

• Reedsport High School: Braves

• Rogue River High School: Chieftains

• Roseburg High School: Indians

• Scappoose High School: Indians

• Siletz Valley School: Warriors

• The Dalles-Wahtonka High School: Eagle Indians

• Warrenton High School: Warriors

Images of the mascots can be found in Appendix C.

In 2005, the school board in Enterprise High School voted to approve the student body’s request

to have the nickname, “Savages” and mascot changed to Outlaws after 80 years of “Savage”

tradition. Superintendent Brad Royse credited students for this leadership.10

While the National Collegiate Athletic Association stopped recognizing Indian mascots in 1998,

stating that such stereotypical depictions do not comply with NCAA’s commitment to ethnic

students’ welfare,11 the Oregon Student Activities Association has not taken a similar stand.

In 2001, Senate Bill 488 was enacted and prohibited the term “squaw” in geographic place

names, such as Squaw Creek. This was in response to the relatively new understanding that the

term was pejorative. At that time, Oregon had over 100 place names that contained the word

“squaw,” including numerous creeks, lakes, and mountains as well as a city street in Salem.

Maine, Montana, Minnesota, and Oklahoma had enacted similar legislation.

Many newspapers will not print the name of such mascots, including The Oregonian; since 1993,

the Oregonian has not printed names such as the Braves, Redskins, and Redmen. At the time,

managing editor Peter Thompson stated, “. . . we have concluded that we will not be a passive

10 “Oregon high school scraps ‘Savage’ nickname, mascot (5/5/2005), retrieved on August 31, 2011, from

http://findarticles.com/p/news-articles/columbian-vancouver-wash/mi_8100/is_20050505/oregon-school-scraps-

savage-nickname/ai_n51307398/, by AP, originally reported in Columbia, Vancouver, Wash. 11 http://www.nativevillage.org/Messages%20from%20the%20People/timeline%20for%20Indian%20Mascots.htm

Roseburg High School changed

its symbol from a depiction of a

Native American to a feather.


"This is a human rights issue; we are

being denied the most basic respect. As

long as our people are perceived as

cartoon characters or static beings locked

in the past, our socio-economic problems

will never be seriously addressed. Also,

this issue of imagery has a direct

correlation with violence against Indian

people and the high suicide rate of our

youth."

Michael S. Haney (Seminole)

participant in perpetrating racial or cultural stereotypes in our community—whether by the use

of nicknames or in any other way.” 12 (See editorial in favor of prohibition, Appendix H)

NATIONAL PERSPECTIVE

In 2001, the United States Commission on Civil Rights called “for an end to the use of Native

American images and team names by non-Native schools.” The Commission concluded that

“[t]hese references, whether mascots and their performances, logos, or names, are disrespectful

and offensive to American Indians and others who are offended by such stereotyping” and “are

particularly inappropriate and insensitive in light of the long history of forced assimilation that

American Indian people have endured in this country.”13

Since the early 1970s, more than 600 high school and

college teams have stopped using Native American team

names or mascots, though no professional sports team in

the United States has followed suit. There are at least 117

American Indian, educational, psychological, sociological,

civil rights and religious organizations that are officially

opposed to race based athletic nicknames or mascots.14

Abandoning the use of Indian mascots continues the

recognition that such imagery and names are offensive. In

2005, the NCAA prohibited the display of hostile and

abusive racial/ethnic/national origin mascots, nicknames or imagery at any of the 88 NCAA

championships and the following year, prohibited schools with hostile or abusive mascots,

nicknames or imagery from hosting any NCAA championship competitions.15

In May, 2010, Wisconsin enacted Act 250. Under this law, school district boards have “the

burden of proving by clear and convincing evidence that the use of the nickname or team name

in connection with the logo or mascot does not promote discrimination, pupil harassment, or

stereotyping as defined by the state superintendent by rule.”16

12

http://news.google.com/newspapers?nid=2209&dat=19920217&id=P4NKAAAAIBAJ&sjid=5pMMAAAAIBAJ&pg=30

41,3572775 13 Connecticut Law Review. Volume 40, Number 1. November 2007.

http://www.law.uconn.edu/system/files/private/Native%20American%20Team%20Names%20and%20Mascots.pdf 14 Ibid. 15 www.ncaasports.com 16 http://indianmascots.com/position_statement/position_statement.htm


In 1999, Nebraska passed a resolution requesting that all institutions halt the use of race-based

symbols and mascots. In 2003, Michigan’s State Board of Education passed a resolution

recommending the elimination of American Indian mascots, nicknames, logos, fight songs,

insignias, antics, and team descriptors by all Michigan schools. In 2005, Tennessee’s

Commission of Indian Affairs passed a resolution to discontinue the use of Native American

Indian mascots.

The United Methodist Church considers the use of Indian mascots “the practice a blatant

expression of racism.”17

The National Conference for Community and Justice (formerly the National Conference of

Christians and Jews) “applauds the numerous schools, districts, colleges and universities . . .

that have changed their names, mascots, symbols and rituals, and calls for the elimination of

such practices from all sports teams.”18

The United Church of Christ which said “As Christians, we must challenge the use of Native

Americans as caricatures, and instead honor all human beings as being created in the image and

likeness of God (Genesis 1:27). The Presbyterian Church which “. . . direct the State Clerk to

write to universities, colleges, and schools that use Native American imagery . . . urging them to

develop a process to choose a new name, logo, and/or mascot for the team . . .”19

The American Jewish Committee which “deplores and opposes the use of racial or ethnic

stereotypes in the names . . . of . . . sport (teams).”20

Additionally a growing list of organizations endorse retiring the use of “Indian” sports team

mascots. (See Appendix E for a complete list.)

PSYCHOLOGICAL EFFECT ON STUDENTS

Research overwhelmingly supports that using a Native American as a mascot promotes

discrimination; the use of a mascot promotes harassment; and the use of a mascot promotes

stereotyping.

17 http://www.gcorr.org/site/c.mwKWJ9NTJtF/b.3416631/k.5ABB/Native_American_Mascots.htm 18 http://www.und.edu/org/bridges/nccj.html 19 http://www.ucc.org/justice/racism/negative-stereotyping.html 20 http://aistm.org/american_jewish_committee.htm


American Psychological Association

In 2005, the American Psychological Association (APA)21 called for the immediate retirement of

all American Indian mascots, symbols, images, and personalities by schools, colleges,

universities, athletic teams and organizations. APA's position is based on a growing body of

social science literature that shows the harmful effects of racial stereotyping and inaccurate

racial portrayals, including the particularly harmful effects of American Indian sports mascots

on the social identity development and self-esteem of American Indian young people. (For a

complete list of research on which the APA based its resolution, see Appendix G).

The use of American Indian mascots as symbols in schools and university athletic programs is

particularly troubling because schools are places of learning. These mascots are teaching stereotypical,

misleading and too often, insulting images of American Indians. These negative lessons are not just

affecting American Indian students; they are sending the wrong message to all students.

Former APA President Ronald F. Levant, EdD

According to the APA, research has shown that the continued use of American Indian mascots,

symbols, images, and personalities has a negative effect on not only American Indian students

but all students by:

• Undermining the educational experiences of members of all communities-especially

those who have had little or no contact with Indigenous peoples. The symbols, images

and mascots teach non-Indian children that it's acceptable to participate in culturally

abusive behavior and perpetuate inaccurate misconceptions about American Indian

culture.

• Establishing an unwelcome and often times hostile learning environment for American

Indian students that affirms negative images/stereotypes that are promoted in

mainstream society.

• Undermining the ability of American Indian Nations to portray accurate and respectful

images of their culture, spirituality, and traditions. Many American Indians report that

they find today's typical portrayal of American Indian culture disrespectful and

offensive to their spiritual beliefs.

• Presenting stereotypical images of American Indians.

• Creating a contemporary example of prejudice by the dominant culture against racial

and ethnic minority groups.

• Creating a form of discrimination against American Indian Nations that can lead to

negative relations between groups.

21 This page is a reprint of the APA position found at: http://www.apa.org/pi/oema/resources/indian-mascots.aspx


"Native mascots and symbols are all that the

kids at school know about my people, and

they make fun of me for following traditional

ways. These fake images make me feel sick

inside. They make fun of who I am. They

imitate and mock our sacred feathers,

dance and music. We honor our leaders, not

use them as entertainment."

Wayne, 12 years old (Shoshone-Bannock ) from Butler’s presentation

"We know from the literature that oppression, covert and overt racism, and perceived racism

can have serious negative consequences for the mental health of American Indian and Alaska

native (AIAN) people. The discontinued use of American Indian mascots is a gesture to show

that this kind of racism toward and the disrespect of, all people in our country and in the larger

global context, will not be tolerated," said Dr. Lisa Thomas, APA Committee on Ethnic and

Minority Affairs.

To eradicate the hurtful presence of stereotypical

imaging of American Indians, the American

Psychological Association encouraged continued

research on the psychological effects that these

mascots, symbols, images, and personalities have on

American Indians communities and others; and

American Psychological Association is calling upon

all psychologists to speak out against racism and take

proactive steps to prevent the occurrence of

intolerant or racist acts and recommends the

immediate retirement of American Indians mascots,

symbols, images, and personalities by schools,

colleges, universities, athletic teams, and

organizations.

The American Sociological Association

In 2007, the American Sociological Association called for the elimination of the use of Native

American nicknames, logos, and mascots in sports, and stated, in part, “Recent social science

research and scholarship have shown that the continued use of Native American nicknames,

logos, and mascots in sports reflects and reinforces misleading stereotypes of Native Americans

in both past and contemporary times. Such usage also communicates implicit disrespect for

spiritual and cultural practices. In continuing with ASA’s mission to eradicate racism, ASA calls

for the discontinuation and elimination of the use of Native American nicknames, logos, and

mascots in sports.

Research Studies

The controversial topic of Native American mascots has received significant attention for the

past 40 years. The majority of this attention has been in the media, not research-based. The topic

of American Indian (AI) mascots has received a great deal of scrutiny and the majority of this

attention has been non-empirical. (Farnell, 2004; King & Springwood, 2000, 2001a, 2001b;

Pewewardy, 1999, 2004; Roppolo, 2003; Spindel, 2002; Springwood, 2004; Staurowsky, 2004,

2007; Vanderford, 1996; Wenner, 1993.)


Two sets of studies have empirically examined the negative effects of Native American mascots.

Both studies found that Native American youth exposed to stereotypical Native American

images (e.g., Chief Wahoo) experienced decreased self-esteem compared to youth not exposed

to these images. They also found that exposure (versus no exposure) to Native American sports

mascots resulted in lower achievement-related expectancies in Native American students.

Dr. Stephanie Fryberg, University of Arizona, conducted five studies (three with American

Indian students, one with European American students, and one content analysis of the media)

that examined the psychological impact of social representations on American Indians.22

According to Dr. Fryberg, such mascots appear to have a negative impact on the self-esteem of

Native American children. "American Indian mascots are harmful not only because they are

often negative, but because they remind American Indians of the limited ways in which others

see them. This in turn restricts the number of ways American Indians can see themselves."

Dr. Fryberg determined that exposure to American Indian athletic identities:

• Lowers the self-esteem of Native American students, reduces Native American students’

belief that their community has the power and resources to resolve problems (community

efficacy), and reduces the number of achievement-related future goals that Native American

students see for themselves.

• Boosts the self-esteem of European American students.

• Particularly affects Native American students who support the use of these symbols since

they experience significantly greater psychological harm than do Native American students

who oppose the use of race-based nicknames, logos, and mascots.

• Has the same psychological impact whether the image is respectful or a distasteful

caricature.

Why not change other mascots, the Vikings, or Celtics?

Research23 produced by Dr. John Chaney, Dr. Amanda Burke, and Dr. Edward Burkley reached

this conclusion:

Empirical examinations of American Indian (AI) mascots have only recently entered into the

discourse of mainstream psychology. The present studies examined implicit attitudes of non-AI

people towards AI mascots and the extent to which they are related to attitudes towards AI

people. Significant concordance was observed between negative bias toward AI mascots and AI

22 http://sitemaker.umich.edu/daphna.oyserman/files/frybergmarkusoysermanstone2008.pdf 23 http://www.ucdenver.edu/academics/colleges/PublicHealth/research/centers/CAIANH/journal/Documents/Volume%2018/18(1)_Chaney_AI_Mascots_People_new.pdf


people. Negative AI mascot bias also predicted stereotype-consistent expectations of an AI person.

The implications of these findings are discussed.

An excerpt from their paper:

The present studies provide empirical evidence of negative implicit attitudinal bias toward both

AI mascots and AI people. Indeed, our data revealed consistent tendencies on the part of

participants to demonstrate robust negative implicit biases toward AI mascots, relative to

Caucasian mascots (Study 1 and 2), even in the presence of favorable explicit evaluation of AI

mascots (Study 2). Further, the results indicated that AI person bias accounted for a significant

portion of the observed bias towards AI mascots. Whereas previous research has highlighted the

potential negative impact of these mascots on AI people (Fryberg et al., 2008), the present data

are unique because they empirically demonstrate that at an implicit level, non-AI people do not

perceive AI mascots as positive representations of AI people. Our finding that negative

stereotype bias towards AI mascots predicted stereotyping of an AI person also suggests that

negative attitudinal biases towards these mascot images have meaningful social implications.

POLICIES THAT SUPPORT A BAN OF NATIVE AMERICAN MASCOTS

In 1964, Congress passed the Civil Rights Act. The U.S. Department of Education states, “Title

VI of the Civil Rights Act of 1964 prohibits discrimination based on race, color, or national

origin in programs or activities receiving federal financial assistance. All federal agencies that

provided grants of assistance are required to enforce the Title VI regulation.” According to

Wisconsin’s The Pupil Nondiscrimination Guidelines for Athletics, “Discussions of race

discrimination in athletics have, most recently, centered on the use of American Indian logos,

nicknames, symbols, and images. Under federal law, most complaints allege that American

Indian mascots and logos violate Title VI of the Civil Rights Act of 1963.”24

As reported in the Connecticut Law Review, “In March of 1994, the U. S. Department of Education

adopted guidelines allowing it to withhold funds from a school that maintains a “hostile

environment.” This regulation would theoretically allow the DOE to withhold funds from a

school whose Native American mascot created a hostile environment. Application of the

regulation is premised on the idea that a school’s use of Native American names or imagery

could signal that the school implicitly or explicitly endorses racially harassing conduct.

Therefore, enforcement under the “hostile environment” standard would look at whether “the

24 “The Pupil Nondiscrimination Guidelines for Athletics: Implementing Section 118.13 of the Wisconsin Statutes and

PI 9 of the Wisconsin Administrative code,” retrieved on August 30, 2011, from

http://dpi.wi.gov/sped/pdf/athletics.pdf


use of the mascot is sufficiently severe, pervasive, or persistent so as to interfere with a

student’s ability to participate in or benefit from the school’s services.”

The U. S. Department of Education states that its mission is to promote student achievement

and preparation for global competitiveness by fostering educational excellence and ensuring

equal access. One of its four major areas of activities is enforcement of federal laws prohibiting

discrimination in programs that receive federal funds.

LEGAL AUTHORITY

There is not currently an Oregon statute or rule that specifically addresses mascots in public

schools. However, the legal authority for the State Board of Education and school districts to

take action to prohibit Native American Mascots is well supported by several state laws.

State Board authority to adopt rules:

The State Board of Education is directed by state law to establish policies for the administration

and operation of Oregon’s public elementary and secondary schools.25 The board also has broad

authority to adopt rules for the general governance of Oregon’s public schools.26 The adoption

of rules prohibiting or regulating the use of any type of mascot, including Native American

mascots, is pursuant to this statutory grant of authority.

State law also prohibits discrimination in public schools that “unreasonably differentiates

treatment, intended or unintended, or any act that is fair in form but discriminatory in

operation, either of which is based on race, color, religion, sex, sexual orientation, national

origin, marital status, age or disability.”27 The State Board is specifically directed to establish

rules necessary to ensure compliance with Oregon’s nondiscrimination laws.28 The adoption of

rules prohibiting or regulating the use of race based mascots, including Native American

mascots, also is pursuant to this statutory directive.

School district responsibilities:

In addition to the statutory prohibitions on school districts relating to discrimination:

(1) The Legislative Assembly has found that:

(a) A safe and civil environment is necessary for students to learn and achieve high academic

standards.

(b) Harassment, intimidation or bullying and cyberbullying, like other disruptive or violent behavior,

are conduct that disrupts a student’s ability to learn and a school’s ability to educate its students in a safe

25 ORS 326.011. 26 ORS 326.051. 27 ORS 659.850(1). 28 ORS 659.850(3).


environment.

(c) Students learn by example.

(2) The Legislative Assembly commends school administrators, faculty, staff and volunteers for

demonstrating appropriate behavior, treating others with civility and respect, refusing to tolerate

harassment, intimidation or bullying and refusing to tolerate cyberbullying.29

Pursuant to these findings, each school district is directed to adopt a policy that prohibits

harassment, intimidation or bullying and prohibiting cyberbullying.30 The requirements also

highlight specifically harassment, intimidation, bullying and cyberbullying that is race based or

based on other protected classes. Many Native American students experience harassment,

intimidation, and bullying due to Native American mascots. And these incidents are not limited

to just those schools that have Native American mascots.

Native Americans have reported to Oregon Department of Education representatives that it is

not uncommon for rival teams to make statements such as “kill the Indians” or “scalp the

Indians” and for physical actions to be taken against the image of a Native American mascot.

Although school districts sometimes attempt to limit this kind of activity, Native American

students are still subjected to racial slurs. Native Americans have also reported that Native

students at a basketball game recently heard “kill the squaws” shouted. “The term “squaw,”

originating from an Algonquin word for female anatomy, is derogatory, a racial slur, and as

such, offensive to Oregonians, Indian and non-Indian alike.”31 The team that the word was

being used against had a Native American mascot.

Many of these types of actions meet the definition in state law of harassment, intimidation or

bullying. ORS 339.351 provides the following definitions:

(1) “Cyberbullying” means the use of any electronic communication device to harass, intimidate

or bully.

(2) “Harassment, intimidation or bullying” means any act that:

(a) Substantially interferes with a student’s educational benefits, opportunities or performance;

(b) Takes place on or immediately adjacent to school grounds, at any school-sponsored activity, on

school-provided transportation or at any official school bus stop;

(c) Has the effect of:

(A) Physically harming a student or damaging a student’s property;

(B) Knowingly placing a student in reasonable fear of physical harm to the student or damage to

the student’s property; or

(C) Creating a hostile educational environment, including interfering with the psychological

29 ORS 339.353(1). 30 ORS 339.356(1). 31 Quoted from SJR 3 (2001). The Oregon Legislature enacted SB 488 in 2001 which prohibited the use of the word

“squaw” as a geographic designation.


well-being of a student; and

(d) May be based on, but not be limited to, the protected class status of a person.

(3) “Protected class” means a group of persons distinguished, or perceived to be distinguished, by

race, color, religion, sex, sexual orientation, national origin, marital status, familial status, source of

income or disability.32

It is reasonable to conclude that a Native American student who frequently hears words and

sees violent actions taken against Native American images would have fear of physical harm.

Also being subjected to these kinds of verbal assaults creates a hostile educational environment

and interferes with the psychological well-being of the student. Under Oregon law, school

districts are directed to prevent and address this kind of harassment, intimidation, and

bullying.

COSTS TO SCHOOL DISTRICTS

There are a range of costs that are associated with changing a school mascot. It is difficult to

identify a cost for each district at the state level as these costs will vary widely from district to

district. Mascots typically appear in schools in a variety of places such as gymnasiums,

uniforms, trophy cases, signs, school newspapers, and web sites. For many schools the mascot is

not prominent. A review of typical school uniforms indicated that many school uniforms do not

include the mascot image, team name, or both.

In 2007, Roseburg Public Schools Superintendent Lee Paterson presented a cost estimate to the

Native American Mascot Advisory Committee of $345,650 if Roseburg High School changed its

nickname from the Indians. To date, Roseburg has changed its mascot to the feather but has not

changed its nickname from the Indians. It is uncertain if the cost presented in 2007 also included

the cost of changing to the feather. Additionally, Roseburg is the largest of the schools that

currently have Native American mascots. It is anticipated that smaller schools will have fewer

mascot images and therefore the costs of replacement will be less.

For example, Enterprise school district changed its mascot from the Savages to the Outlaws. The

district indicates that the cost of this change was $15,000 to $20,000. The district indicates that

the change took more than six years and included the student body choosing a new mascot.

Some specific costs identified by other districts are:

• Gymnasium total resurfacing: $30,000 to $40,000

• School uniforms: $60 to $150

32 ORS 339.351


• School logo redesign: $0 to $20,000

Although some of these costs are normally incurred by school districts without a change in

mascots. For example, school uniforms are replaced periodically. Additionally, costs could be

mitigated by extending the time period for adoption of a new mascot. This would allow school

districts time to plan for the change and the ability to incorporate changes into routine

purchases made by the district.

Litigation Costs

Another possible cost identified for those districts that have not changed their mascot is the

potential cost of litigation. Additionally, rival districts may also face complaints if a hostile

educational environment has been created for Native American students based on statements

made about another school’s mascot.

Some out-of-state school districts have had lawsuits or other types of complaints filed against

the district. As identified in other sections of this report there are several state and federal civil

rights laws under which a person may file a complaint against a district who has a Native

American mascot. In such an event, a district could incur attorney fees, penalties, damages, or

the withholding of State School Fund monies depending on the particular law under which the

complaint was filed and whether the complainant prevailed.

RECOMMENDATION

The discontinued use of Native American mascots does not also discontinue the inclusion of

Native American history, language, and culture in school curriculum. For example, the most

recent social science academic content standards adopted by the State Board of Education on

August 15, 2011 include Native American history and culture.33 Oregon law also specifically

encourages and allows for the teaching of American Indian languages in public schools. 34

The Oregon State Board of Education has been given the responsibility by the Oregon

Legislature in state statute to ensure that persons are not subjected to unlawful discrimination

in our public schools on the basis of race, color, religion, sex, sexual orientation, national origin,

marital status, age or disability. The board has an obligation to ensure that Native American

students are not subjected to discrimination that “unreasonably differentiates treatment,

intended or unintended, or any act that is fair in form but discriminatory in operation” based on

race. Native American students are also entitled to an educational environment that is not

hostile and is rather conducive to attainment of educational goals. Based on national research

33 http://www.ode.state.or.us/teachlearn/subjects/socialscience/standards/adoptedsocialsciencesstandards8-2011.pdf 34 ORS 342.144


and the stories of individual Native Americans, the Superintendent concludes that the

continued use of Native American mascots creates a hostile educational environment at both

those schools who have the mascots and other schools.

The Superintendent also recognizes the financial costs that some schools will incur as a result of

changing their mascots. Additionally, it is critical that local communities discuss and become

involved in the process of selecting and embracing a new mascot. Ideally the selection of a new

mascot would include a discussion in the school and community about the importance of

educating all students about Native American history and culture.

The Superintendent recommends that the board consider the issue from all perspectives.

Ideally, these conversations would occur at the community level but the passion community

members feel about their traditions can make this difficult.

The Superintendent recommends that the Oregon State Board of Education do the following:

1. Adopt a resolution to be distributed to public schools which describes the issues relating

to Native American mascots.

2. Adopt an administrative rule which prohibits public schools from using names, symbols

or images that depict or refer to an American Indian Tribe, custom, or tradition as a

mascot, nickname, logo or team name.

3. To mitigate costs and to allow districts adequate time to adopt new mascots, allow

public schools five years to complete the mascot adoption process.

4. Give school districts freedom to use their own processes to select and adopt new

mascots.

5. Specifically seek input on the rule and resolution from those school districts who have

been identified in this report as having Native American mascots and from other groups

such as the Oregon School Boards Association and the nine federally recognized Native

American Tribes in Oregon, Indian Affairs Commission.

6. The rule and resolution should be considered through a process that allows for public

comment and an open dialogue.

CONCLUSION

There exists an extensive body of knowledge and credible research that Native American

symbols as mascots, logos, and team names promotes stereotyping and pupil harassment; little

or no credible evidence exists that contradicts such evidence.

The reasonable response of the Oregon State Board of Education, who has been given the

responsibility by the Oregon Legislature in state statute to ensure that persons are not subjected

to unlawful discrimination in our public schools on the basis of race, color, religion, sex, sexual


orientation, national origin, marital status, age or disability is to adopt a resolution or

administrative rule that eliminates the use of Native American mascots and logos by all schools

which receives state funding in Oregon.


Appendix A: History of Indian Mascots35

For the last 43 years, activists and special interest groups have been working towards

eliminating stereotypes found in media that negatively portray Indigenous Peoples of the

United States. Most items in following timeline were retrieved from the American Indian

Sports Team Mascots website on July 5, 2011.

Years Item

1968 National Congress of American Indians (NCAI) begins campaign to address

stereotypes found in media.

1969-1980 Colleges and universities such as Dartmouth College, Stanford, and Southern

Oregon University dropped “Indian” sports team nickname and logos.

1989 Charlene Teters, a native, graduate student, began efforts to eliminate mascot,

“Chief Illiniwek,” at University of Illinois at Urbana. (In 1997, her work was

featured in a documentary called “In Whose Honor.”)

1991 The Nebraska Commission on Indian Affairs requests 27 public schools in that

state to end their use of American Indian mascots and nicknames.

1991 and

1992

The National Education Association (NEA), the largest democratic education

organization of its kind in the world, passes resolutions (1991 and 1992)

denouncing the use of ethnic-related sports team mascots, symbols and

nicknames.

1992 The Oregonian announces it will no longer use the word “Redskins” and several

other American Indian related terms in print.

1993 National Congress of American Indians issues a resolution which “denounces the

use of any American Indian name or artifice associated with team mascots.”

Resolution #MID-GB-58

1994 The State of Wisconsin Department of Public Instruction issues directive

“strongly urging” all Wisconsin schools using American-Indian related mascots

to discontinue such uses.

As show of appreciation for changing “Indian” mascot, Park High School in

Cottage Grove, MN, received $10,000 from Prairie Island Mdewakanton Sioux

Community.

More colleges, universities, and high schools across the nation change their

“Indian” mascots and nicknames.

1997 Jay Rosenstein’s documentary, “In Whose Honor” (aired on PBS) highlights

efforts to eliminate Chief Illiniwek mascot.

Minor League Canton-Akron “Indians” rename themselves the “Aeros” and

boost their sales of merchandise from $60K to $1.2 million.

35 Most items of timeline (1968-2002) retrieved on July 5, 2011 from “Chronology,” American Indian Sports Team Mascots,www.aistm.org


Years Item

1998 Chemeketa Community College drops “Chief” nickname and selects “Storm” for

its new one. Since 1970s, 20 high schools in Oregon have also changed their

“Indian” related nicknames and mascots.

Minority Opportunities and Interests Committee of the National Collegiate

Athletic Association (NCAA) conclude, "Indian mascots that promote Indian

caricatures and mimic ceremonial rites do not comply with the NCAA's

commitment to ethnic student welfare."

1999 A landmark victory concludes a legal battle begun in 1992 as a three-judge panel

of the U.S. Patent and Trademark Office rules that the term "Redsk*n" is a term

disparaging to Native Americans and tends to bring them "into contempt or

disrepute." The decision has the potential to strip the Washington NFL team of

trademark protections.

2000-2001 In its 2000 and 2001 sessions, the National Education Association passed a

resolution, which reaffirmed its 1991 and 1992 Resolutions denouncing the use of

ethnic related mascots, nicknames and symbols. The National Education

Association (NEA) is the largest democratic education organization of its kind in

the world.

2001 In a news release, the United States Commission on Civil Rights “calls for an end

to the use of Native American images and team names by non-Native schools.”36

The Seminole, Cherokee, Choctaw, Chickasaw, and Muskogee Nations,

representing over 400,000 people throughout the United States, passed a

resolution "to eliminate the stereotypical use of American Indian names and

images as mascots in sports and other events and to provide meaningful

education about real American Indian people, current American Indian issues,

and, the rich variety of American Indian cultures in the U.S."37

2002 New Hampshire State Board of Education unanimously approved a resolution

calling for local school districts to stop using American Indian sports mascots.

2003 The Michigan State Board of Education passes a resolution that "supports and

strongly recommends the elimination of American Indian mascots, nicknames,

logos, fight songs, insignias, antics, and team descriptors by all Michigan schools."

2005 The American Psychological Association called for immediate retirement of all

American Indian mascots, symbols, images and personalities by schools, colleges,

universities, athletic teams and organizations.

2006 - April 5, 2006 Che Butler gives presentation to OIEA Board, Portland

- April 7, 2006 Che Butler gives presentation to OIEA general membership at

the OIEA Annual Conference, Portland

36 Retrieved on August 31, 2011 from http://www.usccr.gov/press/archives/2001/041601st.htm 37 Retrieved on August 31, 2011 from http://www.und.edu/org/bridges/itcfct.html


Years Item

- May 12, 2006 Che Butler gives presentation at OIEA Youth Conference,

Confederated Tribes of Umatilla Indian Reservation

- Dec. 7, 2006 Che Butler and Luhui Whitebear give presentation at the

Oregon State Board of Education meeting, Salem

- Dec. 7, 2006 Native American Mascot Advisory Committee is formed

- April 3, 2007 OIEA Board votes to forward the Native American Mascot

resolution to the OIEA General Membership, Lincoln City

- April 5, 2007 OIEA General Membership passes the Native American

Mascot Resolution, Lincoln City

- June 12, 2007 1st meeting of the Native American Mascot Advisory

Committee, Salem

- July 17, 2007 2nd meeting of the Native American Mascot Advisory

Committee, Salem

- Aug. 21, 2007 3rd meeting scheduled for the Native American Mascot

Advisory Committee, Salem38

2007 On October 23, the Advisory Committee met along with school districts in

Oregon, which have Indian mascots. The superintendent also sought a response

from Tribal nations in Oregon.39

2010 A Wisconsin state law allows school district residents to lodge complaints against

race-based names. Districts can argue that a name isn't discriminatory if they have

a tribe's approval.40

2011 The University of North Dakota is directed to retire its "Fighting Sioux" nickname

and logo. NCAA approves of UND's plan to change its nickname by the end of

2011.41

38 Chronology provided by Brad Victor, Indian Specialist, Oregon Department of Education, from draft news release

of July 20, 2007. 39 (12/12/2007) Castillo, S. (correspondence addressed to “Mascot Advisory Committee Members and Stakeholder)

available at http://oiea.org/docs/Mascot%20Letter%20121207.pdf 40 “2009 Wisconsin Act 250,” retrieved on August 31, 2011 from http://indianmascots.com/documents/Act%20250%20-

%20Web.pdf 41 “NCAA wins fight over North Dakota’s ‘Fighting Sioux,” retrieved on August 31, 2011 from

http://indianmascots.com/documents/Act%20250%20-%20Web.pdf


Appendix B: Legislation/Policies

State Year Mechanism Proposal Outcome

Michigan 2003 Resolution To strongly recommend elimination of American Indian

mascots, nicknames, logos, fight songs, insignias, antics,

and team descriptors by all Michigan schools, by State

Board of Education

Passed

Nebraska 1999 Resolution by

Commission on

Indian Affairs

To request that all institutions “halt” use of race-based

symbols and mascots42

Passed

North

Carolina

2011 House Bill 681 To study use of American Indian Mascots at public

schools43

Passed

Tennessee 2005 Resolution by

Commission of

Indian Affairs

To discontinue use of Native American Indian mascots in

State of Tennessee44

Passed

Wisconsin 2010 Act 250 To allow for residents to file complaints for use of race-

based name, nickname, logo, or mascot by filing

complaint with state superintendent of public

instruction45

Passed

California 2002 AB2115 To ban Native American team mascots from public

schools was defeated46

Not passed

Colorado 2010 SB 10-107 To require all Colorado primary public schools and

charters with Native American mascots get approval from

state Commission of Indian Affairs, change mascot by

2013 or face $1,000 monthly fine47

Postponed

indefinitely

Oklahoma 2009 Senate Bill 765 –

Oklahoma Anti-

Discriminatory

Mascots Act

To prohibit use of racially derogatory or discriminatory

school or athletic team names, mascots, or nicknames by

Oklahoma Public Schools”48

Pending

authorship

42 “Resolution of the Nebraska Commission on Indian Affairs, Res. #99-2,” retrieved on August 31, 2011 from

http://www.aistm.org/nebres.htm 43 “Study of American Indian Mascots at Schools,” retrieved on August 31, 2011 from

http://www.ncga.state.nc.us/Sessions/2011/Bills/House/PDF/H681v1.pdf 44 “Resolution for the Discontinuation of Native American Indian Mascots in the State of Tennessee,” retrieved on August 31, 2011 from

http://www.tncia.org/mascots.html 45 2009 Wisconsin Act 250,” enacted May 5, 2010; retrieved on August 31, 2011 from

http://indianmascots.com/documents/Act%20250%20-%20Web.pdf 46 “Bill Number: AB 2115 – Amended,” retrieved on August 31, 2011 from ftp://leginfo.public.ca.gov/pub/01-02/bill/asm/ab_2101-

2150/ab_2115_bill_20020501_amended_asm.html 47 “Mascots,” retrieved on August 31, 2011 from

http://www.colorado.gov/cs/Satellite?blobcol=urldata&blobheader=application%2Fpdf&blobkey=id&blobtable=MungoBlobs&blobwhe

re=1251683620430&ssbinary=true 48 “Bill Tracking Reports,” retrieved on August 31, 2011 from http://newlsb.lsb.state.ok.us/advancedsearchform.aspx


Appendix C: Native American Mascots in Oregon

(There may be additional schools that use Native American mascots that are not included in this

Appendix)

Mascot and District Mission/Vision Mascot 1. Amity Warriors

Mission/Vision: Amity High School provides an environment that

encourages respect, community involvement and fosters high

academic achievement in the spirit of cooperation. Students are

valued as individuals and encouraged and supported to reach their

highest level of success.

2. Banks Braves

Mission/Vision: Banks School District will enable students to reach

their full potential while giving them the social and academic

framework that will allow them to successfully compete with all

students in the State of Oregon.

3. Lebanon Warriors

Mission: In partnership with the community we provide

exceptional opportunities to continuously and rigorously challenge

all students to excel as learners, thinkers, and leaders.

4. Mohawk Indians, Marcola, OR

Mission: To provide all students with the ability to apply acquired

knowledge, skills, and positive attitudes to become productive

members of a changing global society through comprehensive

programs which promote excellence in social, academic, and

technical education involving educators, parents, and all other

segments of the community

5. Molalla Indians

Mission/Vision: Achieve excellence through collaboration and a

commitment to teaching and learning.


Mascot and District Mission/Vision Mascot 6. North Douglas Warriors

Mission/Vision: A community working together, dedicated to

educational excellence: preparing students for the challenge of

today and inspiring a vision of tomorrow. 7. Oakridge Warriors

Mission/Vision: The Board of Education subscribes completely to

the belief that all students have equal rights and are capable of

learning. These rights convey an equal responsibility on the part of

each student to assist in creating and maintaining an educational

climate conducive to learning and assure the rights and well being

of the student and others.

8. Philomath Warriors

Mission: Not found online

9. Reedsport Braves

Mission: Not found online

10. Rogue River Chieftains:

Mission/Vision: The mission of Rogue River High School is to

provide a safe, positive atmosphere where individuals are inspired,

accepted, supported, and challenged in an engaging, creative

environment. Staff and Students will be respected and held

accountable for improving our community while being encouraged

to take ownership of all educational experiences.

11. Roseburg Indians

Mission/Vision: The mission of Douglas County School District 4,

an organization committed to serving a diverse student population

undergoing significant social and economic transition, is to prepare

youth to confidently, responsibly and creatively contribute to a

changing global society by providing all students a personalized

and appropriate education supported by meaningful school-

community partnerships.

Mascot and District Mission/Vision12. Scappoose Indians

Administration Goal: The purpose of administration is to help

create and foster an environment in which

effectively.

13. Siletz Warriors

Mission: Create a nurturing environment that encourages a love of

learning, motivates students to reach their full potential, and

provides opportunities to achieve happiness and academic, social

and cultural success.

14. North Wasco County School District

High School Eagle Indians

Mission and Goal: Provide foundational skills that encourage life

long learning and positive citizenship. Provide a safe educational

environment.

15. Warrenton Warriors

Mission/Vision: The Warrenton-Hammond School District strives

to produce productive citizens who can achieve academic

excellence, model integrity, as well as respect authority and one

another.


Mascot and District Mission/Vision Mascot

The purpose of administration is to help

create and foster an environment in which students can learn most

Mission: Create a nurturing environment that encourages a love of

learning, motivates students to reach their full potential, and

provides opportunities to achieve happiness and academic, social

North Wasco County School District – The Dalles Wahtonka

Mission and Goal: Provide foundational skills that encourage life-

long learning and positive citizenship. Provide a safe educational

Hammond School District strives

to produce productive citizens who can achieve academic

excellence, model integrity, as well as respect authority and one

March 8, 2012

Mascot


Appendix D: Resources

American Indian Sports Team Mascots. (2011). Retrieved from http://aistm.org/fr.chronology.htm

Adyanthaya, A. (2005, June 5). Sports, mascots, and Native Americans. Retrieved from

http://www.boston.com/news/globe/editorial_opinion/oped/articles/2005/06/05/sports_mascots_and_native_a

mericans/

Barnes, C.M. (2001, September). Animals are mascots - Seminole Indians are symbols. Retrieved from

http://www.fsu.edu/~fstime/FS-Times/Volume7/sep01web/2sep01.html

Brovsky, C.D. (2010, January 29). Legislators fume over Native American mascots. Retrieved from

http://www.coloradostatesman.com/content/991564-legislators-fume-over-native-american-mascots

Bustillo, M. (2002, May 29). Bill to ban Indian mascots is blocked. Retrieved from

http://articles.latimes.com/2002/may/29/local/me-mascot29

Fenelon, J. (1997). Symbolic racism: Chief Wahoo and the Cleveland Indians. Retrieved from

http://aistm.org/symbolic.racism.htm

House Bill 681, Initials. (2011). Study of American Indian mascots at schools.. Retrieved from

http://www.ncga.state.nc.us/Sessions/2011/Bills/House/PDF/H681v1.pdf

Native-American nicknames/mascots. (2005, June 2). Retrieved from

http://www.redorbit.com/news/science/153383/nativeamerican_nicknamesmascots/index.html

National Caucus of Native American State Legislators, Initials. (2011, January 21). States move to prohibit

offensive team mascots. Retrieved from

http://www.nativeamericanlegislators.org/Lists/News%20and%20Announcements/DispForm.aspx?ID=39

Nebraska Commission on Indian Affairs, Initials. (1999, April 19). Resolution #99-2. Retrieved from

http://www.aistm.org/nebres.htm

Pewewardy, C.D. (2004). Playing Indian at halftime the controversy over American Indians mascots, logos,

and nicknames in school-related events. The Clearing House, 77(5), 180-185.

STAR. (2002-2003). Native American children recognize media stereotypes. Retrieved

fromhttp://www.racismagainstindians.org/STARArticle/NativeAmericanChildrenRecognizeMediaStereotyp

es.htm

STAR. (2002-2003). Psychological considerations. Retrieved from

http://www.racismagainstindians.org/STARArticle/PsychologicalConsiderations.htm

State of Michigan State Board of Education. (2011, June 26). Use of American Indian mascots, nicknames and logos.

Retrieved from http://www.michigan.gov/documents/mascots_69612_7.res.pdf

Tennessee Commission of Indian Affairs, (2005). Resolution for the discontinuation of Native American Indian

mascots in the state of Tennessee Memphis, TN: Retrieved from http://www.tncia.org/mascots.html

Wieberg, S. (2005, August 23). NCAA allowing Florida state to use its Seminole mascot. Retrieved from

http://www.usatoday.com/sports/college/2005-08-23-fsu-mascot-approved_x.htm


Appendix E: List of Organizations Endorsing Retirement of "Indian" Sports Team Tokens

http://aistm.org/fr.groups.htm

Advocates for American Indian Children (California)

The Affiliated Tribes of Northwest Indians

American Counseling Association (added 02/12/02)

American Indian Mental Health Association (Minnesota)

American Indian Movement

American Indian Opportunities Industrialization Center of San Bernardino County

American Indian Student Services at the Ohio State University

American Jewish Committee

American Psychological Association

American Sociological Society

Asian American Journalists Association

Associated Students Council of San Diego State University

Association on American Indian Affairs

BRIDGES - Building Roads Into Diverse Groups Empowering Students

Buncombe County Native American Intertribal Association (North Carolina)

Calvert Investment Group

Center for Artistic Revolution (CAR) (North Little Rock, AR)

Center for the Study of Sports in Society

Cincinnati Zapitista Coalition

COLOR - Community One Love One Race

Committee to End Cultural Genocide (St. Cloud State University)

Concerned American Indian Parents (Minnesota)

Council for Indigenous North Americans (University of Southern Maine)

Eagle and Condor Indigenous Peoples' Alliance

Fontana Native American Indian Center, Inc.

Governor's Interstate Indian Council

Grand Traverse Band of Ottawa and Chippewa Indians (Michigan)

Greater Tulsa Area Indian Affairs Commission

Great Lakes Inter-Tribal Council

Gun Lake Band of Potawatomi Indians (Michigan)

HONOR - Honor Our Neighbors Origins and Rights

Hutchinson Human Relations Commission

Illinois State University Student Government Association

Inter-Ethnic Children's Council (Los Angeles)

Inter-Faith Council on Corporate Responsibility (ICCR)

Inter-Tribal Council of the Five Civilized Tribes

(Composed of the Choctaw, Chickasaw, Muskogee (Creek), Cherokee, and Seminole Nations)

Juaneño Band of Mission Indians


Kansas Association for Native American Education

Latino Children's Action Council (Los Angeles)

League of United Latin American Citizens

Little River Band of Ottawa Indians

Maryland Commission on Indian Affairs

Mascot Abuse San Francisco Bay Area

Medicine Wheel Intertribal Association

Menominee Tribe of Indians (Wisconsin)

Michigan Civil Rights Commission

Michigan Education Association

State of Michigan, State Board of Education

Minnesota Indian Education Association

Minnesota State Colleges and Universities Board

Minnesota State Board of Education

Modern Language Association

Morning Star Institute

NAACP

National Association of Black Journalists

National Association of Hispanic Journalists

National Coalition on Racism in Sports and the Media

National Conference of Christians and Jews

National Conference for Community and Justice

National Congress of American Indians

National Education Association

National Indian Education Association

Native American Caucus of the California Democratic Party

Native American Indian Center of Central Ohio

Native American Journalists Association

Nebraska Commission on Indian Affairs

New Hampshire State Board of Education

New York State Education Department

Nottawaseppi Huron Band of Potawatomi (Michigan)

North American Society for the Sociology of Sport

North Carolina Commission of Indian Affairs

North Dakota Indian Education Association

North Dakota State University Student Senate

Office of Native American Ministry, Diocese of Grand Rapids (Michigan)

Ohio Center for Native American Affairs

Oneida Tribe of Indians of Wisconsin

Oregon Indian Education Association (not on web page but has also endorsed elimination of Native

American mascots)


Presbyterian Church, U.S.A.

Progressive Resource/Action Cooperative

Rainbow Coalition

San Bernardino/Riverside Counties Native American Community Council

Students Making All Races Tolerant (SMART)

Society of Indian Psychologists of the Americas

Southern California Indian Center

Southern Christian Leadership Conference

St. Cloud State University - American Indian Center

Sault Ste. Marie Tribe of Chippewa Indians

Standing Rock Sioux Tribe

Tennessee Chapter of the National Coalition for the Preservation of Indigenous Cultures

Tennessee Commission of Indian Affairs

Tennessee Native Veterans Society

Unified Coalition for American Indian Concerns, Virginia

Unitarian Universalist Association of Congregations

United Church of Christ

The United Indian Nations of Oklahoma

United Methodist Church

United States Commission on Civil Rights

Virginia American Indian Cultural Resource Center

Western North Carolina Citizens for an End to Institutionalized Bigotry

Wisconsin Indian Education Association

WIEA "Indian" Mascot and Logo Taskforce (Wisconsin)

Wisconsin State Human Relations Association

Woodland Indian Community Center-Lansing (Michigan)

Youth "Indian" Mascot and Logo Taskforce (Wisconsin)


Appendix F

APA Resolution Recommending the Immediate Retirement of American Indian Mascots, Symbols, Images, and Personalities by

Schools, Colleges, Universities, Athletic Teams, and Organizations WHEREAS the American Psychological Association has recognized that racism and racial discrimination are attitudes and behavior that are learned and that threaten human development (American Psychological Association, June 2001); WHEREAS the American Psychological Association has resolved to denounce racism in all its forms and to call upon all psychologists to speak out against racism, and take proactive steps to prevent the occurrence of intolerant or racist acts (American Psychological Association, June 2001); WHEREAS the continued use of American Indian mascots, symbols, images, and personalities undermines the educational experiences of members of all communities-especially those who have had little or no contact with Indigenous peoples (Connolly, 2000; U.S. Commission on Civil Rights, 2001; Society of Indian Psychologists, 1999; Webester, Loudbear, Corn, & Vigue, 1971); WHEREAS the continued use of American Indian mascots, symbols, images, and personalities establishes an unwelcome and often times hostile learning environment for American Indian students that affirms negative images/stereotypes that are promoted in mainstream society (Clark & Witko, in press; Fryberg, 2003; Fryberg & Markus, 2003; Fryberg, 2004a; Munson, 2001; Society of Indian Psychologists, 1999; Staurowsky, 1999); WHEREAS the continued use of American Indian mascots, symbols, images, and personalities by school systems appears to have a negative impact on the self-esteem of American Indian children (Chamberlin, 1999; Eagle and Condor Indigenous People’s Alliance, 2003; Fryberg, 2004b; Fryberg & Markus, 2003; Maryland Commission on Indian Affairs, 2001; Society of Indian Psychologists, 1999; The Inter-Tribal Council of the Five Civilized Tribes, 2001; Vanderford, 1996); WHEREAS the continued use of American Indian mascots, symbols, images, and personalities undermines the ability of American Indian Nations to portray accurate and respectful images of their culture, spirituality, and traditions (Clark & Witko, in press; Davis, 1993; Gone, 2002; Rodriquez, 1998; Witko, 2005); WHEREAS the continued use of American Indian mascots, symbols, images, and personalities presents stereotypical images of American Indian communities, that may be a violation of the civil rights of American Indian people (Dolley, 2003; King, 2001; King & Springwood, 2001; Pewewardy, 1991; Springwood & King, 2000; U. S. Commission on Civil Rights, 2001); WHEREAS the continued use of American Indian mascots, symbols, images, and personalities is a form of discrimination against Indigenous Nations that can lead to negative relations between groups (Cook-Lynn, 2001; Coombe, 1999; U. S. Commission on Civil Rights, 2001; Witko, 2005); WHEREAS the continued use of American Indian symbols, mascots, images, and personalities is a detrimental manner of illustrating the cultural identity of American Indian people through negative displays and/or interpretations of spiritual and traditional practices (Adams, 1995; Banks, 1993; Nuessel; 1994; Staurowsky, 1999; Witko, 2005); WHEREAS the continued use of American Indian mascots, symbols, images, and personalities is disrespectful of the spiritual beliefs and values of American Indian nations (Churchill, 1994; Gone, 2002; Sheppard, 2004; Staurowsky, 1998); WHEREAS the continued use of American Indian mascots, symbols, images, and personalities is an offensive and intolerable practice to American Indian Nations that must be eradicated (U.S. Commission on Civil Rights, 2001; Society of Indian Psychologists, 1999);


WHEREAS the continued use of American Indian mascots, symbols, images, and personalities has a negative impact on other communities by allowing for the perpetuation of stereotypes and stigmatization of another cultural group (Fryberg, 2004b; Gone, 2002; Staurowsky, 1999; U.S. Commission on Civil Rights, 2001); THEREFORE BE IT RESOLVED that the American Psychological Association recognizes the potential negative impact the use of American Indian mascots, symbols, images, and personalities have on the mental health and psychological behavior of American Indian people; THEREFORE BE IT RESOLVED that the American Psychological Association encourages continued research on the psychological effects American Indian mascots, symbols, images, and personalities have on American Indian communities and others; THEREFORE BE IT RESOLVED that the American Psychological Association encourages the development of programs for the public, psychologists, and students in psychology to increase awareness of the psychological effects that American Indian mascots, symbols, images, and personalities have on American Indian communities and others; AND THEREFORE BE IT RESOLVED that the American Psychological Association supports and recommends the immediate retirement of American Indian mascots, symbols, images, and personalities by schools, colleges, universities, athletic teams, and organizations. References Adams, D.W. (1995). Education for extinction: American Indians and the boarding school experience. Lawrence, KS: University Press of Kansas. American Psychological Association (June 2001). An emergency action of the Board of Directors: Resolution against racism and in support of the goals of the 2001 United Nations World Conference Against Racism, Racial Discrimination, Xenophobia, and Related Intolerance. Washington, DC: Author. [Available online: http://www.apa.org/pi/racismresolution.html.] Banks, D. (1993). Tribal names and mascots in sports. Journal of Sport and Social Issues, 17(1), 5-8. Chamberlin, J. (1999). Indian Psychologists Support Retiring of Offensive Team Mascots. APA Monitor, 30 (4). Clark, R. & Witko, T. (in press). Growing up Indian: Understanding urban Indian adolescents. In American Psychological Association (in press). No Longer Forgotten: Addressing the Mental Health Needs of Urban Indians. Washington, DC: Author. Churchill, W. (1994). Indians are us? Culture and genocide in native North America. Monroe, ME: Common Courage Press. Connolly, M. R. (2000). What’s in a name? A historical look at Native American related nicknames and symbols at three U.S. universities. Journal of Higher Education 71 (5), 515-547. Cook-Lynn, E. (2001). Anti-Indianism in North America: A voice from Tatekeya’s earth. Urbana, IL: University of Illinois Press. Coombe, R. J. (1999). Sports trademarks and somatic politics: Locating the law in critical cultural studies. In R. Martin & T. Miller (Eds.). SportCult (pp. 262-288). Minneapolis, MN: University of Minnesota Press. Davis, L. (1993). Protest against the use of Native American mascots: A challenge to traditional, American identity. Journal of Sport and Social Issues 17 (1), 9-22. Dolley, J. (2003). The four r’s: Use of Indian mascots in educational facilities. Journal of Law and Education, 32 (1), pp. 21-35.


Eagle and Condor Indigenous People’s Alliance (2003). Resolution by the Eagle and Condor Indigenous Peoples’ Alliance on Eliminating Native American Indian Descriptions Naming Mascots, Logos, and Sports Team Nicknames in Oklahoma Public Schools. [Available On-line: http://www.aistm.org/2003ecipa.htm.] Fryberg, S. A. (June, 2003). Free to be me? The impact of using American Indians as mascosts. Invited address at the 16th Annual Convention of American Indian Psychologists and Psychology Graduate Students, Utah State University, Logan, Utah. Fryberg, S. A. & Markus, H. R. (2003). On being American Indian: Current and possible selves. Journal of Self and Identity, 2, 325-344. Fryberg, S. A. (November, 2004a). “Dude, I’m honoring you”: The impact of using American Indian mascots. Invited address at the North American Society for Sociology of Sports, Tucson, Arizona. Fryberg, S. A. (June, 2004b). American Indian social representations: Do they honor or constrain identities? Invited address at the Mellon Humanities Center Workshop/Research Institute for Comparative Studies in Race and Ethnicity network, “How do identities matter?” Stanford University, Stanford, California. Gone, J. P. (2002). Chief Illiniwek: Dignified or damaging? In T. Straus (Ed.), Native Chicago (2nd

ed., pp. 274-286). Chicago, IL: Albatross. Inter-Tribal Council of the Five Civilized Tribes (2001). The Five Civilized Tribes Intertribal Council Mascot Resolution. [Available On-line at: http://aistm.org/2001.civilized.tribes.htm.] King, C. R. (2001). Uneasy Indians: Creating and contesting Native American mascots at Marquette University. In C.R. King & C. F. Springwood (Eds.). Team spirits: Essays on the history and significance of Native American mascots (pp. 281-303). Lincoln, NE: University of Nebraska Press. King, C.R., & Springwood, C.F. (2001). Beyond the cheers: Race as spectacle in college sports. Albany, NY: State University of New York Press. Maryland Commission on Indian Affairs (2001). Resolution of the Maryland Commission on Indian Affairs. [Available On-line at: http://aistm.org/maryland.resolution.2001.htm.] Munson, B. (2001). Tolerance in the news. [Available On-line at: http://www.tolerance.org/news/article_tol.jsp?id=169.] Nuessel, F. (1994). Objectionable sports team designations. Names: A Journal of Onomastics 42, 101-119. Pewewardy, C. D. (1991). Native American mascots and imagery: The struggle of unlearning Indian stereotypes. Journal of Navaho Education, 9(1), 19-23. Rodriquez, R. (1998). Plotting the assassination of Little Red Sambo: Psychologists join war against racist campus mascots. Black Issues in Higher Education, 15(8), 20-24. Sheppard, H. Assembly: No redskins---Ban on name advances to Senate. Los Angeles Daily, 2004 [Available On-line at: http://www.dailynews.com/Stories/0,1413,200~20954~1923795,00.] Society of Indian Psychologist (1999). Position statement in support of “retiring” all Indian personalities as the official symbols and mascots of universities, colleges, or schools (and athletic teams). [Available On-line at: http://www.aics.org/mascot/society.html.] Springwood, C. F. & King, C. R. (2000). Race, power, and representation in contemporary American sport. In P. Kivisto & G. Rundblad (Eds.), The color line at the dawn of the 21st century (pp. 61-174). Thousand Oaks, CA: Pine Valley Press.


Staurowsky, E. (1999). American Indian imagery and the miseducation of America. Quest, 51 (4), 382 392. [Available On-line at: http://www.aistm.org/staurowsky.miseducation.htm.] Staurowsky, E. (1998). An Act of Honor or Exploitation?: The Cleveland Indian’s Use of the Louis Francis Socalexis Story. Sociology of Sports Journal, 15, 299 316. U. S. Commission on Civil Rights (April 13, 2001). Statement of U.S. Commission on Civil Rights on the use of Native American images and nicknames as sports mascots. [Available On-line: http://www.aics.org/mascot/civilrights.html.] Vanderford, H. (1996). What’s in a name? Heritage or hatred: The school mascot controversy. Journal of Law and Education, 25, 381-388. Webster, S. Loudbear, P., Corn, D., & Vigue, B. (1971, February 17). Four MU Indian students describe Willie Wampum as racist symbol. The Marquette Tribune, p. A9. Witko, T. (2005). In whose honor: Understanding the psychological implications of American Indian mascots. California Psychologist, January Issue.


Appendix G: Oregon Indian Education Assn. Resolution


Appendix H: Oregonian Editorial

Safeguard team spirit, and say it loud and proud

Published: Thursday, February 23, 2012, 5:23 PM Updated: Friday, February 24, 2012, 10:10 PM

By The Oregonian Editorial Board

In 1981, Blake Carlsen graduated from Enterprise High School, fiercely proud of being an Enterprise ...

Well, we're not going to say what he was. The school's nickname 31 years ago is still deeply offensive to

Native Americans. In 1992, The Oregonian was among the first newspapers in the country to stop

publishing "sports team nicknames, logos or mascots widely considered to dehumanize minority groups."

Today, Carlsen is principal of Enterprise High, proud home -- and we have no trouble saying this one -- of

the Enterprise Outlaws. Although that change happened seven years ago, for some in the community,

embers of anger still glow.

Indeed, some Enterprise residents will go to their graves feeling a part of their identity was yanked away.

Carlsen is in as good a position as anyone to advise other principals about how turbulent a name change

can be.

But, he notes, it's really the adults who are still smarting. The kids? "The kids made the transition just fine

from one name to the other," the principal says. "They just want to have spirit for their team."

Admittedly, what increased acceptance of this change is that Enterprise students themselves originated it.

The student body voted for it. They own it.

There's an important lesson in this for the many schools around the state that are still hesitating. Deep

down, surely, they know they should have changed their names and logos long ago.

They can start by naming a student task force to examine the issue. Then bring in tribal and other

community speakers to debate it and illuminate it.

Many people just aren't aware of the racism and the painful history -- involving near-destruction of some

Native American tribes -- casually embedded in such hurtful words and symbols.

As The Oregonian's Jerry Ulmer reported recently, Oregon high schools -- from Amity to Warrenton --

continue to cling to the past, despite the urgings of an Oregon Department of Education advisory

committee six years ago to move forward.

The committee called for mascot names to be abolished by September 2009 and images to be removed

from schools by September 2011 -- deadlines that the schools have blown right by. Since mere

recommendations have not sufficed, the next logical step could be some kind of mandate.

If that is necessary, then so be it. The state Board of Education will be discussing this March 8 and March

9. And the board needs to find a way to impress on Oregon schools that these changes are not voluntary.

They need to happen.

True, some situations may call for exceptional treatment. At Roseburg High School, for instance, the


school traded its warrior logo some years back for a feather (T-shirts now boast a lighthearted "Fear the

feather"). But it hasn't changed its name.

Not only has the Cow Creek Band of Umpqua Tribe of Indians made its peace with the name, a tribal

spokeswoman said recently that she was wary of passing a law to abolish racist names and mascots, as

Wisconsin did in 2010.

Forcing elimination of names and logos wouldn't "provide for the considered thoughtfulness that would

create solid change," she told Ulmer.

Wise words.

Meanwhile, school districts would be wise to take a cue from Enterprise. Get students involved in picking a

new name that everyone can repeat loudly and proudly -- one we can publish in this newspaper. Like the

Outlaws.